Bill Amendment: IL SB3533 | 2025-2026 | 104th General Assembly

NOTE: For additional amemendments please see the Bill Drafting List

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Bill Title: SCHCD-TWICE-EXCEPTIONAL STUDNT

Status: 2026-06-29 - Sent to the Governor [SB3533 Detail]

Download: Illinois-2025-SB3533-Senate_Amendment_002.html

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Sen. Adriane Johnson

Filed: 5/19/2026

 

 

 

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AMENDMENT TO SENATE BILL 3533
AMENDMENT NO. ______. Amend Senate Bill 3533 by replacing
everything after the enacting clause with the following:
"Section 5. The School Code is amended by changing Section
22-50 as follows:
(105 ILCS 5/22-50)
Sec. 22-50. Twice-exceptional students children;
recommendations.
(a) The State Advisory Council on the Education of
Children with Disabilities and the Advisory Council on the
Education of Gifted and Talented Children shall research and
discuss best practices for addressing the needs of
twice-exceptional students "twice-exceptional" children,
those who are gifted and talented and have a disability. The
Councils shall then jointly make recommendations to the State
Board of Education with respect to the State Board of

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Education providing guidance and technical assistance to
school districts in furthering improved educational outcomes
for gifted and twice-exceptional students children.
Recommendations shall include strategies to (i) educate
teachers and other providers about the unique needs of this
population, (ii) train teachers in target, research-based,
identification and pedagogical methods, and (iii) establish
guidelines for unique programming for twice-exceptional
students.
(b) Suggested best practices for addressing the
educational and related needs of a twice-exceptional student,
as well as any student who (i) is gifted, talented, or
accelerated or would benefit from an advanced academic
program, as defined in Section 14A-17 and as offered according
to the policies and procedures of the school district, and
(ii) is eligible for a Section 504 plan under the federal
Rehabilitation Act of 1973 pursuant to federal or State
eligibility, may include, but are not limited to:
(1) individualizing services;
(2) providing appropriate challenges for the student;
(3) focusing on the strengths of the student first;
(4) encouraging the classroom flexible grouping of
students;
(5) allowing flexibility to show mastery;
(6) grading by learning objective rather than by the
execution of directions;

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(7) using a strength-based approach;
(8) using oral questions;
(9) extending the time for demonstrating knowledge;
(10) using remote educational programs if appropriate
to meet the academic needs of the student;
(11) offering assessment procedures that accommodate
language and cultural differences; and
(12) using both formal and informal assessments.
(c) A school board may adopt a policy to allow for the
development of a written education plan to address the
advanced abilities or achievement levels of twice-exceptional
students through individualized services, goals,
accommodations, and objectives for a student, while continuing
to provide services and support for the student's disabilities
in all educational settings.
(Source: P.A. 96-382, eff. 8-13-09; 96-1000, eff. 7-2-10.)
Section 99. Effective date. This Act takes effect upon
becoming law.".